Research Question:How effective are standardized tests as a whole and how does the new emphasis on standardized tests effect graduation requirements? Contributed by: Lauren Turgeon
1) CQ Researcher Report-"Testing in Schools: Should Students be Tested Annually"
In this CQ Researcher Report, the debate over standardized testing under the No Child Left Behind Act is discussed. Under the NCLBA it was proposed that students from grades 3-8 would be tested annually on mathematics and reading. Supporters of standardized testing claim that the tests will help improve student achievement and help hold schools accountable for student performance. Critics argued that with tests for actual classes there would be too much testing, that standardized tests don't accurately measure student's knowledge, and they take away from students' courses. Furthermore, critics stated that the majority of standardized tests are biased in favor of the dominant culture, there is often a disconnect between test material and classroom subjects, and higher costs for school districts. However, both sides agreed that while standardized tests have both positive and negative aspects, it all depends on the quality of the exam and its specific make-up. If the test is well made and can accurately show improvement or places where improvement is needed then it is efficient and effective to test students regularly. Additionally, the idea that schools who are labeled as 'failing' because of testing scores that are not proficient. Supporters agree with the punishment of these low-performing schools as having to take corrective actions or else their budget will be effected. Albeit a severe punishment for student test grades, even critics of standardized tests and the NCLBA agree that the current education system is in serious need of some reform.
While reading through this report I noticed that the vast majority of the data dealt specifically with Bush and the No Child Left Behind Act and did not always relate to my research issue. What I found most important was the clearly stated differing opinions on standardized testing. While I found that most of these different stances were reiterated throughout the other articles I read as well it was very helpful to have a consistent idea of what is seen as the pros and cons of standardized tests. Furthermore, I was interested in how fiercely the topic was discussed in this article from 2001 and how it is still strongly debated as seen in the 2008 article "Teaching Beyond the Test". It just shows how influential these tests are and how ingrained they have become in the United States' educations system. Throughout this report I tended to lean towards the stance of the critic's of standardized testing but do see that it all depends on the quality of the test being administered.
2) Scholarly Journal-The English Journal: "Teaching Beyond the Test: The Possibility of Success"
This article by Kristin Main talks about standardized testing and alternative options in Ontario, Canada. In this Province, students have to take a grade ten assessment called the Ontario Secondary School Literacy Test (OSSLT) that was first implement in the 2001-2002 school year and pass it in order to graduate. If they do not pass the assessment the first time, they must take the test again the following year or more until they successfully pass it. With an initial pass rate of only around 70% of students the government implemented a senior course called the Ontario Secondary Literacy Course (OLC) in 2003 for students who were unable to pass the test on their first try. This course and implied failure of the students in order to have to take it led for many to be disenheartened and embarrassed not only at their inability to pass the test but that it was now common knowledge. Main claims that these students need to be reminded that success is possible and to reiterate that through the efforts and support of their teachers. In the OLC students would have the opportunity to work through the problems that would have been on the exam through hands on and discussion scenarios that engaged them and led them to reflect not only on how they think, but on how the activities relate to life. While Main claims it is important, and the goal of the course for students to pass; but that they should also leave with refined literacy skills and an active desire to learn.
Reading this journal article, I was highly interested by the serious consequences for the OSSLT but also the fact that the government saw the exams shortcomings and implemented a class for those who were not able to pass. In the United States, the governments may recognize shortcomings in standardized testing and the education system as a whole but does little to reform or finds it easier to let it be. Furthermore, I found it interesting the negative connotations students in the OLC were given as 'failures' because they were unable to pass the exam on the first try. Seeing as originally 30% were unable to pass the exam the first time, I thought of this as more a failure of the either school system in teaching relevant course matter or a failure in the exam itself for such a high failing rate. Something more than just the students must be wrong if 30% apparently had not 'learned' enough. However, I found the enthusiasm of the teachers of the OLC refreshing and the course itself more effective in judging a students' knowledge seeing as in the 'real world' we learn through hands on experience and not through limiting examinations. I think the United States should implement such a course or at least follow in its vein, instead of putting the entire emphasis of graduation on exit exams.
Main, KL. (2008). Teaching beyond the test: the possibility of success. The English Journal, 97(5)
3) Scholarly Journal-The English Journal: "Diplomas Dubiously Denied: A Taxonomy and Commentary"
Jeff Zorn's article discusses the issues related to having to pass an exit exam or exams in order to graduate and receive a high school diploma. With the first attempts at high-stakes exams failing, Zorn describes the divide between those for and against these tests with each side thinking the other is warping the mission of education. These tests are either seen as inaccurate assessments of student achievement or as excellent representative. Zorn delves further into these two differing stances or 'camps' as he calls them. Supporters of the tests claim that they help regulate education, show exactly which students are and are not learning and will only allow those who are learning to graduate, and will protect against grade-inflation. Opponents claim the tests have a cultural bias, that denying graduation is too harsh for just an exam when they may be doing exceedingly well in their actual courses, and that material on the tests may not be covered in the classroom curriculum. Zorn tries to remain unbiased as he considers the positives and negative in standardization in general by regulated schools nationwide even though it may take away from individuality and creativity amongst schools and their own unique ideologies. While Zorn may see positives in general standardization, he sees high stakes tests unnecessary to prove entirely whether or not a student has met the standards. He argues that coursework should prove efficiently enough whether or not the students has learned.
I found this article both interesting and very helpful towards my research because it directly discussed exit examinations and the pros and cons of them in awarding diplomas. Throughout the article Zorn attempted to keep unbiased opinion of the different views on high-stakes exams which I found impressive. The entire article was very matter-of-fact and presented the two opinions and supports used in either argument. Towards the end however, I noted that Zorn was unable to keep unbiased and found his overall opinion quite similar towards my view on standardized tests. While they have positive aspects and can help organize the education system and give an ease of comparison and way to measure not only students but schools; they are not an acceptable tool to solely decide whether or not a student is able to graduate. I found it interesting that this point of view was so present instead of many of the other articles I found that dealt only with the issue of standardized tests in general and not their relation to graduation.
Zorn, J. (2001). Diplomas dubiously denied: a taxonomy and commentary. The English Journal, 91(1), 73-78.
This article from Time Magazine argues specifically about the importance and influence of the SATs in relation to education. The verdict on the test is split between it be biased and wastes students time when they could be studying for their actual coursework while others claims it is regulatory and keeps standards. Furthermore, while the SATs are still an important part of the college admissions package, many Universities have begun to let it influence them in their decision making process increasingly less influential, with roughly 280 colleges making SATs optional. Critics of the test says the 'testing mania' distracts students from their course load and if students enroll in SAT prep-courses could end up wasting a great deal of money for a three hour test. Furthermore, the authors of this article discuss the racial gap seen in test scores that has not come any closer to being lowered. However, supporters of the SATs praise the fact that nationwide, it produces a universal standard. A student in an ineffective school systems that scores highly on the exam will be viewed equally to other students--no matter what their background--who received similar scores. Overall, while the SAT is a standardized test the students who take are not and as such will always produce inconsistent scores.
I found this article interesting because even though it does not deal with the aspect of graduation requirements, it deals with a standardized test that most students need to get into a higher level education. Almost every student who applies to a college or university must take the SAT exam for both admissions and potential scholarships/financial aid. Like other forms of standardized tests, the opinions on it are mixed. However, what I found most interesting was that this article was written in 2001 and already 280 colleges/universities were considering making the SATs optional. Currently in 2009 many more schools have followed this course but, our education system is so rooted in standardized testing that the SATs are still highly influential. I personally agree that the SATs are outdated and flawed and believe that if a form of standardized testing is to be required for admission into a college or university they should reform is as soon as possible. I agree that the SATs do help colleges in easily comparing students they may want to accept but I feel that there are so many more aspects of individual students that will make them better qualified candidates as students, and as future productive members of society then the scores of a one-time exam.
5) Editorial-New York Times Op/Ed: "What Do School Tests Measure?"
This New York Times blog discusses many differing opinions on standardized tests. I specifically looked at the opinions of Sandra Stotsky, James Comer, Veda Jairrels, Lance T. Izumi, and Marcus Winters. They focused on the idea of teachers "teaching to the test" and how effective tests are in relation to students' success. Conclusively these writers argued that 'teaching to the test' was only bad if the tests were themselves were poorly designed or if the tests contained material that were not challenging. They further claimed that as long as the tests contain rigorous and challenging "teaching to the test" was good, and would improve the standards of learning for all students. However, these writers also agreed that tests have a low bar of proficiency and emphasize merely passing rather than exceeding the standards, forming a gap between being proficient and actually comprehending what they have learned. Furthermore, the writers also argued that standardized tests alone have little to do with the success of students in life outside of school. Instead they claim a strong and engaging curriculum and supportive adults combined with assessments that can accurately test student knowledge and deficiencies.
I found this interesting because it was not a normal article, but a blog and had different articles from different contributors. I also found it interesting because not only did all the writers have opinions that differed from one another, but often would claim an opinion and include what the opposing side may say. Furthermore, I found it interesting how strongly some of the writers felt about their stance on standardized testing. In the journal or magazine articles authors tried to keep unbiased and impartial but as this is an opinion piece for the New York Times, these authors need to be opinionated. Additionally, I found that in this blog many of the writers had opinions similar to others who also contributed to the blog. While I found it interesting to read the differing opinions of the authors about standardized testing, I realize that the source is unreliable and biased. Overall it contributed little to my actual research because it offered little concrete data but it was helpful to hear those involved in either education voice their thoughts on my issue.
Research Question: How effective are standardized tests as a whole and how does the new emphasis on standardized tests effect graduation requirements?
Contributed by: Lauren Turgeon
1) CQ Researcher Report-"Testing in Schools: Should Students be Tested Annually"
In this CQ Researcher Report, the debate over standardized testing under the No Child Left Behind Act is discussed. Under the NCLBA it was proposed that students from grades 3-8 would be tested annually on mathematics and reading. Supporters of standardized testing claim that the tests will help improve student achievement and help hold schools accountable for student performance. Critics argued that with tests for actual classes there would be too much testing, that standardized tests don't accurately measure student's knowledge, and they take away from students' courses. Furthermore, critics stated that the majority of standardized tests are biased in favor of the dominant culture, there is often a disconnect between test material and classroom subjects, and higher costs for school districts. However, both sides agreed that while standardized tests have both positive and negative aspects, it all depends on the quality of the exam and its specific make-up. If the test is well made and can accurately show improvement or places where improvement is needed then it is efficient and effective to test students regularly. Additionally, the idea that schools who are labeled as 'failing' because of testing scores that are not proficient. Supporters agree with the punishment of these low-performing schools as having to take corrective actions or else their budget will be effected. Albeit a severe punishment for student test grades, even critics of standardized tests and the NCLBA agree that the current education system is in serious need of some reform.While reading through this report I noticed that the vast majority of the data dealt specifically with Bush and the No Child Left Behind Act and did not always relate to my research issue. What I found most important was the clearly stated differing opinions on standardized testing. While I found that most of these different stances were reiterated throughout the other articles I read as well it was very helpful to have a consistent idea of what is seen as the pros and cons of standardized tests. Furthermore, I was interested in how fiercely the topic was discussed in this article from 2001 and how it is still strongly debated as seen in the 2008 article "Teaching Beyond the Test". It just shows how influential these tests are and how ingrained they have become in the United States' educations system. Throughout this report I tended to lean towards the stance of the critic's of standardized testing but do see that it all depends on the quality of the test being administered.
Jost, K. (2001). Testing in schools: should students be tested annually. CQ Researcher, 11(15), Retrieved from http://0-library.cqpress.com.helin.uri.edu/cqresearcher/document.php?id=cqresrre2001042000
2) Scholarly Journal-The English Journal: "Teaching Beyond the Test: The Possibility of Success"
This article by Kristin Main talks about standardized testing and alternative options in Ontario, Canada. In this Province, students have to take a grade ten assessment called the Ontario Secondary School Literacy Test (OSSLT) that was first implement in the 2001-2002 school year and pass it in order to graduate. If they do not pass the assessment the first time, they must take the test again the following year or more until they successfully pass it. With an initial pass rate of only around 70% of students the government implemented a senior course called the Ontario Secondary Literacy Course (OLC) in 2003 for students who were unable to pass the test on their first try. This course and implied failure of the students in order to have to take it led for many to be disenheartened and embarrassed not only at their inability to pass the test but that it was now common knowledge. Main claims that these students need to be reminded that success is possible and to reiterate that through the efforts and support of their teachers. In the OLC students would have the opportunity to work through the problems that would have been on the exam through hands on and discussion scenarios that engaged them and led them to reflect not only on how they think, but on how the activities relate to life. While Main claims it is important, and the goal of the course for students to pass; but that they should also leave with refined literacy skills and an active desire to learn.Reading this journal article, I was highly interested by the serious consequences for the OSSLT but also the fact that the government saw the exams shortcomings and implemented a class for those who were not able to pass. In the United States, the governments may recognize shortcomings in standardized testing and the education system as a whole but does little to reform or finds it easier to let it be. Furthermore, I found it interesting the negative connotations students in the OLC were given as 'failures' because they were unable to pass the exam on the first try. Seeing as originally 30% were unable to pass the exam the first time, I thought of this as more a failure of the either school system in teaching relevant course matter or a failure in the exam itself for such a high failing rate. Something more than just the students must be wrong if 30% apparently had not 'learned' enough. However, I found the enthusiasm of the teachers of the OLC refreshing and the course itself more effective in judging a students' knowledge seeing as in the 'real world' we learn through hands on experience and not through limiting examinations. I think the United States should implement such a course or at least follow in its vein, instead of putting the entire emphasis of graduation on exit exams.
Main, KL. (2008). Teaching beyond the test: the possibility of success. The English Journal, 97(5)
3) Scholarly Journal-The English Journal: "Diplomas Dubiously Denied: A Taxonomy and Commentary"
Jeff Zorn's article discusses the issues related to having to pass an exit exam or exams in order to graduate and receive a high school diploma. With the first attempts at high-stakes exams failing, Zorn describes the divide between those for and against these tests with each side thinking the other is warping the mission of education. These tests are either seen as inaccurate assessments of student achievement or as excellent representative. Zorn delves further into these two differing stances or 'camps' as he calls them. Supporters of the tests claim that they help regulate education, show exactly which students are and are not learning and will only allow those who are learning to graduate, and will protect against grade-inflation. Opponents claim the tests have a cultural bias, that denying graduation is too harsh for just an exam when they may be doing exceedingly well in their actual courses, and that material on the tests may not be covered in the classroom curriculum. Zorn tries to remain unbiased as he considers the positives and negative in standardization in general by regulated schools nationwide even though it may take away from individuality and creativity amongst schools and their own unique ideologies. While Zorn may see positives in general standardization, he sees high stakes tests unnecessary to prove entirely whether or not a student has met the standards. He argues that coursework should prove efficiently enough whether or not the students has learned.I found this article both interesting and very helpful towards my research because it directly discussed exit examinations and the pros and cons of them in awarding diplomas. Throughout the article Zorn attempted to keep unbiased opinion of the different views on high-stakes exams which I found impressive. The entire article was very matter-of-fact and presented the two opinions and supports used in either argument. Towards the end however, I noted that Zorn was unable to keep unbiased and found his overall opinion quite similar towards my view on standardized tests. While they have positive aspects and can help organize the education system and give an ease of comparison and way to measure not only students but schools; they are not an acceptable tool to solely decide whether or not a student is able to graduate. I found it interesting that this point of view was so present instead of many of the other articles I found that dealt only with the issue of standardized tests in general and not their relation to graduation.
Zorn, J. (2001). Diplomas dubiously denied: a taxonomy and commentary. The English Journal, 91(1), 73-78.
4) Reputable Magazine-Time Magazine: "Should SATs Matter?"
This article from Time Magazine argues specifically about the importance and influence of the SATs in relation to education. The verdict on the test is split between it be biased and wastes students time when they could be studying for their actual coursework while others claims it is regulatory and keeps standards. Furthermore, while the SATs are still an important part of the college admissions package, many Universities have begun to let it influence them in their decision making process increasingly less influential, with roughly 280 colleges making SATs optional. Critics of the test says the 'testing mania' distracts students from their course load and if students enroll in SAT prep-courses could end up wasting a great deal of money for a three hour test. Furthermore, the authors of this article discuss the racial gap seen in test scores that has not come any closer to being lowered. However, supporters of the SATs praise the fact that nationwide, it produces a universal standard. A student in an ineffective school systems that scores highly on the exam will be viewed equally to other students--no matter what their background--who received similar scores. Overall, while the SAT is a standardized test the students who take are not and as such will always produce inconsistent scores.I found this article interesting because even though it does not deal with the aspect of graduation requirements, it deals with a standardized test that most students need to get into a higher level education. Almost every student who applies to a college or university must take the SAT exam for both admissions and potential scholarships/financial aid. Like other forms of standardized tests, the opinions on it are mixed. However, what I found most interesting was that this article was written in 2001 and already 280 colleges/universities were considering making the SATs optional. Currently in 2009 many more schools have followed this course but, our education system is so rooted in standardized testing that the SATs are still highly influential. I personally agree that the SATs are outdated and flawed and believe that if a form of standardized testing is to be required for admission into a college or university they should reform is as soon as possible. I agree that the SATs do help colleges in easily comparing students they may want to accept but I feel that there are so many more aspects of individual students that will make them better qualified candidates as students, and as future productive members of society then the scores of a one-time exam.
Cloud, J., Baron, M., Everton Brice, L., Fonda, D., & Goldstein, A. (2001, March 12). Should SATs matter. Time Magazine, Retrieved from http://www.time.com/time/magazine/article/0,9171,999412,00.html
5) Editorial-New York Times Op/Ed: "What Do School Tests Measure?"
This New York Times blog discusses many differing opinions on standardized tests. I specifically looked at the opinions of Sandra Stotsky, James Comer, Veda Jairrels, Lance T. Izumi, and Marcus Winters. They focused on the idea of teachers "teaching to the test" and how effective tests are in relation to students' success. Conclusively these writers argued that 'teaching to the test' was only bad if the tests were themselves were poorly designed or if the tests contained material that were not challenging. They further claimed that as long as the tests contain rigorous and challenging "teaching to the test" was good, and would improve the standards of learning for all students. However, these writers also agreed that tests have a low bar of proficiency and emphasize merely passing rather than exceeding the standards, forming a gap between being proficient and actually comprehending what they have learned. Furthermore, the writers also argued that standardized tests alone have little to do with the success of students in life outside of school. Instead they claim a strong and engaging curriculum and supportive adults combined with assessments that can accurately test student knowledge and deficiencies.I found this interesting because it was not a normal article, but a blog and had different articles from different contributors. I also found it interesting because not only did all the writers have opinions that differed from one another, but often would claim an opinion and include what the opposing side may say. Furthermore, I found it interesting how strongly some of the writers felt about their stance on standardized testing. In the journal or magazine articles authors tried to keep unbiased and impartial but as this is an opinion piece for the New York Times, these authors need to be opinionated. Additionally, I found that in this blog many of the writers had opinions similar to others who also contributed to the blog. While I found it interesting to read the differing opinions of the authors about standardized testing, I realize that the source is unreliable and biased. Overall it contributed little to my actual research because it offered little concrete data but it was helpful to hear those involved in either education voice their thoughts on my issue.
Stotsky, S., Comer, J., Jairrels, V., Izumi, LT., & Winters, M. (2009, August 3). What do school tests measure?. The New York Times, Retrieved from http://roomfordebate.blogs.nytimes.com/2009/08/03/what-do-school-tests-measure/?scp=4&sq=Standardized%20Tests&st=Search